Module Catalogue - uni-wuerzburg.deModule Catalogue for the Subject Educational Science LA Sonderpädagogik Contents The subject is divided into 4 Abbreviations used, Conventions,

Module Cataloguefor the Subject

Educational Sciencewith the degree "Erste Staatsprüfung für das Lehramt für

Sonderpädagogik"

Examination regulations version: 2009Responsible: Faculty of Catholic Theology

Responsible: Faculty of Arts, Historical, Philological, Cultural and GeographicalStudies

Responsible: Faculty of Human Sciences

JMU Würzburg • generated 12-Okt-2019 • exam. reg. data record L6|888|-|-|H|2009

Module Catalogue for the SubjectEducational ScienceLA Sonderpädagogik

Contents

The subject is divided into 4Abbreviations used, Conventions, Notes, In accordance with 5Studies of Education Science 6

Aspects of early childhood and adult life with physical and complex disabilities 7Emotional and behavioral disorders: project in educational science and psychology - additive 8Accompanying tutorial (special educational schools) 9Foundations of pedagogy 10Foundation Course of School Pedagogy 11Special Topics of School Pedagogy 12Introduction to Empirical Educational Research 13Education and didactics in the context of intensive special needs 14Psychology of individual differences and personality; Assessment and Evaluation in Educational Psycholo-gy 15Developmental Psychology; Emotional and behavioral Difficulties in Children and Adolescents 16Learning and Instruction; Social Psychology 17Didactics in cooperation with the studyworkshop 18Current topics in speech and language pathology 19

Studies of Social Sciences 20Political and Social Studies 21Political Theory 22International Relations 23Contemporary History 1: 1917 - 1945 24Comparative Politics and Governance 25United Nations 26European Union 27Contempory History 2: 1945 - present 28Political Institutions in the Federal Republic of Germany 29Foundations of Sociology 1 30Survey Methods 31Social Structuration and Inequality 32Sociology of Education (and similar topics) 33Sociology of Education (and similar topics) 34Culture as a field of research 35Researching popular and everyday culture 36Pattern of Ethical and anthropological Argumentation 38Ethics and Anthropology at a theory of religious teaching 39Religion and Lifeworld 40Aesthetics, Culture and Religion 41Education and religion 42Religion and theology in culture and society 1 43Religion and theology in culture and society 2 44Basic disciplines of theoretical philosophy 45Specific disciplines of theoretical philosophy 46Basic disciplines of practical philosophy 47Specific disciplines of practical philosophy 48Basic problems and basic texts in different disciplines of philosophy 49

Freier Bereich (general as well as subject-specific electives) 50Children with Learning Disabilities in Elementary School: Psychological Theories and Methods for the Improve-ment of Attention, Motivation and Performance 51Children with Learning Disabilities in Elementary School: Psychological Theories and Methods for the Improve-ment of Attention, Motivation and Performance 52Gifted Children in High School: Fundamentals and Concepts 53Gifted Children in Primary School: Fundamentals and Concepts 54

LA Sonderpädagogik Educational Science (2009) JMU Würzburg • generated 12-Okt-2019 • exam. reg. data re-cord Lehramt Sonderpädagogik Erziehungswissenschaften - 2009

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Introduction to Scientific Methodology in the Educational Context 55Conversation Techniques for Teachers 56Psychological Fundamentals, Diagnostics and Intervention of Specific Learning Disabilities in High School 57Psychological Fundamentals, Diagnostics and Intervention of Specific Learning Disabilities in PrimarySchool 58Psychological Grounded Pro-grams for the Modification of Behavioral Disorders within High School 59Psychological Grounded Programs for the Modification of Behavioral Disorders within Elementary School 60Psychological Grounded Application of Media in Specific School Subjects within High School 61Psychological Grounded Application of Media in Specific School Subjects within Elementary School 62From Experience of Counselling Centres in the Educational Field 63Counselling and Supervision 64Becoming Teacher - Being Teacher 65Training of Tutors for Differential Psychology and Pedagogic-Psychological Diagnostics 66Multimedia and EBoard Interactive (Basic Course) 67Multimedia and EBoard Interactive (Upgrading Course) 68Multimedia and EBoard Interactive (Advanced Course) 69Webdesign (Basic Course) 70Web Design (Advanced Course) 71Webdesign (Intensive Course) 72Open Source (Basic Course) 73Open Source (Advanced Course) 74Open Source (Intensive Course) 75Intercultural education 76Historical education 77Anthropological and socio-cultural requirements of education 78Methods of Education 79Education in Sekundarstufe 1 and 2 80Understanding cultural processes 81

Pedagogic-didactic teaching placement 82Pedagogic-didactic teaching placement 83

Thesis 84


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The subject is divided into

section / sub-section ECTS creditsstarting

pageStudies of Education Science 35 6Studies of Social Sciences 8 20

Freier Bereich (general as well as subject-specific electives) 0-15 50Pedagogic-didactic teaching placement 6 82Thesis 10 84


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Abbreviations used

Course types: E = field trip, K = colloquium, O = conversatorium, P = placement/lab course, R = pro-ject, S = seminar, T = tutorial, Ü = exercise, V = lecture

Term: SS = summer semester, WS = winter semester

Methods of grading: NUM = numerical grade, B/NB = (not) successfully completed

Regulations: (L)ASPO = general academic and examination regulations (for teaching-degree program-mes), FSB = subject-specific provisions, SFB = list of modules

Other: A = thesis, LV = course(s), PL = assessment(s), TN = participants, VL = prerequisite(s)

Conventions

Unless otherwise stated, courses and assessments will be held in German, assessments will be offeredevery semester and modules are not creditable for bonus.

Notes

Should there be the option to choose between several methods of assessment, the lecturer will agreewith the module coordinator on the method of assessment to be used in the current semester by twoweeks after the start of the course at the latest and will communicate this in the customary manner.

Should the module comprise more than one graded assessment, all assessments will be equallyweighted, unless otherwise stated below.

Should the assessment comprise several individual assessments, successful completion of the modulewill require successful completion of all individual assessments.

In accordance with

the general regulations governing the degree subject described in this module catalogue:

LASPO2009

associated official publications (FSB (subject-specific provisions)/SFB (list of modules)):

15-Mar-2012 (2012-11)

28-Sep-2015 (2015-174)

This module handbook seeks to render, as accurately as possible, the data that is of statutory relevan-ce according to the examination regulations of the degree subject. However, only the FSB (subject-spe-cific provisions) and SFB (list of modules) in their officially published versions shall be legally binding.In the case of doubt, the provisions on, in particular, module assessments specified in the FSB/SFBshall prevail.


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http://www.uni-wuerzburg.de/amtl_veroeffentlichungen/

http://www.uni-wuerzburg.de/amtl_veroeffentlichungen/


Studies of Education Science(35 ECTS credits)


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Module title Abbreviation

Aspects of early childhood and adult life with physical and complex disabili-ties

06-K-Pä2-102-m01

Module coordinator Module offered by

holder of the Chair of Special Education II

ECTS Method of grading Only after succ. compl. of module(s)

4 numerical grade --

Duration Module level Other prerequisites

1 semester undergraduate Admission prerequisite to assessment: regular attendance of semi-nar/seminars (minimum 85% of sessions offered).

Contents

Basic principles of Education for People with Physical and Complex Disabilities in extracurricular fields of acti-on; possibilities of participation as well as possible disorders; institutional structures; specific requirements inthe following fields (exemplary selection) including current research results: Early intervention, work, occupati-on, profession, living, partnership and sexuality, recreational activities, self-help groups.

Intended learning outcomes

The participants have basic knowledge of the offers of Education for People with Physical and Complex Disabili-ties in extracurricular fields of action. They are able to depict and critically analyse the leading principles and thegiven institutional structures. They can critically analyse research projects and their methods and are able to refi-ne and test them in individual fields of action.

Courses (type, number of weekly contact hours, language — if other than German)

S (no information on SWS (weekly contact hours) and course language available)

Method of assessment (type, scope, language — if other than German, examination offered — if not every semester, information on whether

module is creditable for bonus)

a) written examination (approx. 60 minutes) or b) presentation (approx. 30 minutes) with written elaboration (ap-prox. 15 pages) or c) presentation (approx. 45 minutes) or d) presentation (approx. 30 minutes) and written ex-amination (approx. 45 minutes) or e) oral examination of one candidate each (approx. 30 minutes) or f) oral ex-amination in groups (groups of 2, approx. 60 minutes) or g) term paper (approx. 20 pages)

Allocation of places

--

Additional information

--

Referred to in LPO I (examination regulations for teaching-degree programmes)

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Emotional and behavioral disorders: project in educational science and psy-chology - additive

06-V-ProjPPA-112-m01


holder of the Chair of Special Education V




1 semester graduate --

Contents

The students collect information on the basic as well as issue-specific state of research and theory of a selectedtopic of pedagogy and/or psychology in the context of behavioural disorders. They examine this topic on the ba-sis of specific goals and questions while acquiring the corresponding methods. This might result in an empiricalstudy, the development of a theory-oriented concept, the development of a pedagogical or therapeutic-pedago-gical concept, an exemplary, evaluation-based application in class, the writing of a reader or journal article etc. Acooperation with a practice institution is also possible. The contents of the module are related to the module 06-V-ProjPPH.


The students know and are able to apply approaches to scientific questions (professional and methodologicalcompetence); they have advanced problem-specific knowledge of pedagogical questions and psychological per-spectives regarding behavioural disorders (professional competence); they know possibilities of theoretical andempirical data research (methodological competence); they are able to review complex problems in group workwhilst sticking to a self-developed work plan in a target-oriented manner (social competence); they independent-ly execute a complex task over a longer period of time with a high level of self-learning (self-competence).





a) oral examination in groups (groups of 3, approx. 20 minutes per candidate) with presentation (approx. 10 sli-des) or b) term paper (approx. 20 pages) or c) presentation without slides (approx. 60 minutes) with written ela-boration (approx. 10 pages)


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Accompanying tutorial (special educational schools) 06-Schul-PDPrakt-BV-SO-092-m01


holder of the Chair of School Education Chair of School Education


2 (not) successfully completed --


2 semester undergraduate The lecture can only be attended in connection with the teaching place-ment as preparation.

Contents

Concepts and theories of planning and conducting classes; methods of classroom observation, discussion andreflection of own teaching plans and attempts in Förderschule; concepts and theories of analysing and evalua-ting classes; teaching as a profession


After successfully completing this module, the students are able to characterise and evaluate concepts andtheories of planning and conducting classes in view of different aspects and criteria. They can analyse and eva-luate teaching and learning offers and examples in view of different aspects. They are able to create own tea-ching and learning offers and examples with reference to selected didactic concepts and theories whilst takinginto account media as well as information and communication technology. Furthermore, they can conduct andevaluate selected parts of their own teaching concepts in view of different aspects.


V (no information on SWS (weekly contact hours) and course language available)



a) presentation (approx. 15 minutes) or b) documentation (approx. 5 pages). Assessment will have reference totasks completed and experiences made during the placement.


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§ 32 (1) 1 b) bb) Erziehungswissenschaften - Schulpädagogik


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Foundations of pedagogy 06-AEW1-LA-092-m01


holder of the Chair of Systematic Educational Science Chair of Systematic Educational Science




1 semester undergraduate --

Contents

Basic concepts and processes of educational sciences.


Professional skills: The module introduces basic questions of educational sciences. The students have basic andorientational knowledge of the structure of the subject and the meaning of the concept of education. They areable to find theoretical explanations for concepts of educational sciences.





a) written examination (approx. 120 minutes) or b) oral examination of one candidate each (approx. 30 minutes)or c) presentation with slides (approx. 30 minutes) or d) presentation without slides (approx. 35 minutes) withwritten elaboration (approx. 15 pages) or e) term paper (approx. 20 pages) or f) portfolio (approx. 20 pages)


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§ 32 (1) 1 b) aa) Erziehungswissenschaften - Allgemeine Pädagogik


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Foundation Course of School Pedagogy 06-Schul-GL-092-m01







Contents

Didactic concepts and theories of education, media-didactic concepts with a special focus on the deployment ofdigital media in classes, planning and creating learning environments whilst taking into account the subject andthe target group as well as the requirements of inclusive education; theory of school as a institution and orga-nisation that has been shaped and has to be shaped; results of empirical school and classroom research; con-cepts of diagnosing, evaluating and promoting performance, concepts of norm determination and quality mana-gement; education, schooling, promotion and counselling in school and classes.


After successfully completing this module, the students are able to characterise and evaluate theories of schooland classes as well as concepts and theories of schooling and education in view of different aspects and crite-ria. They can analyse teaching and learning offers and examples with reference to selected didactic conceptsand theories whilst taking into account media as well as information and communication technology and schoo-ling/education situations. In addition, they are able to create their own offers based on theories. They are ableto outline processes of norm determination, diagnosis, learning promotion, evaluation and quality managementand can evaluate their meaning for the development of school. Furthermore, the students are able to evaluatetheir own role as a teacher in view of different tasks regarding professional aspects.





a) written examination (approx. 45 minutes) or b) oral examination of one candidate each (approx. 10 minutes) orc) oral examination in groups (groups of 3, approx. 20 minutes) or d) presentation with/without slides (approx.15 minutes) with written elaboration (approx. 10 pages) or e) term paper (approx. 15 pages) or f) portfolio (15 to20 pages) or g) presentation (approx. 30 minutes)


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Special Topics of School Pedagogy 06-Schul-VT-092-m01






1 semester undergraduate Admission prerequisite to assessment: regular attendance of seminar (amaximum of 2 incidents of unexcused absence).

Contents

Close examination of exemplary areas of School Pedagogics in view of theories about school, classes or the cur-riculum.


After successfully completing this module, the students have advanced knowledge of an exemplary area that isessential to the scientific examination of School Pedagogics. They have methodological competencies and knowthe topic areas that are relevant to practice. The students are able to plan and analyse learning environments orto transfer functions of school to school life and can therefore explain its structures.





a) written examination (approx. 45 minutes) or b) oral examination of one candidate each (approx. 10 minutes) orc) oral examination in groups (approx. 20 minutes; groups of 3) or d) presentation with/without slides (approx.15 minutes) and written elaboration (approx. 10 pages) or e) term paper (approx. 15 pages) or f) portfolio (mini-mum 15, maximum 20 pages) or g) presentation (approx. 30 minutes)


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Introduction to Empirical Educational Research 06-EBF1-092-m01


holder of the Chair of Research in Education Chair of Research in Education





Contents

In this module we discuss theories, methods and findings of empiric educational research while focusing oncompetence diagnostics and evaluation research.


The students acquire basic knowledge about educational research as evaluation research and about principlesand application fields of competence diagnostics.





written examination (approx. 120 minutes)


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§ 32 (1) 1 b) aa) Erziehungswissenschaften - Allgemeine Pädagogik


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Education and didactics in the context of intensive special needs 06-G-Schwerb-092-m01


holder of the Chair of Special Education IV Chair of Special Education IV: Education for Peoplewith Developmental and Intellectual Disabilities





Contents

Types of intensive special educational needs, e.g. autism, profound multiple disabilities, challenging behaviour.Pedagogical principles, didactic implications and therapeutic interventions in the field of working with peoplewith intensive special educational needs.


The students have knowledge of education and schooling for people with intensive special educational needs aswell as specific pedagogical, didactic and therapeutic approaches. They know methods of providing the pupilswith specific education offers in class. Furthermore, they know ways of dealing with extraordinary pedagogicaland human challenges.





a) written examination (approx. 60 minutes) or b) presentation (approx. 20 to 40 minutes) or c) presentation (ap-prox. 20 minutes) with written elaboration (approx. 10 pages), weighted 1:2, both components have to be passedwith the grade ausreichend (sufficient) or better or d) presentation (approx. 20 minutes) and written examination(approx. 30 minutes) or e) oral examination of one candidate each (approx. 15 minutes) or f) oral examination ingroups (groups of 4, approx. 60 minutes) or g) term paper (approx. 10 to 15 pages)


Only as part of pool of general key skills (ASQ): 10 places. Places will be allocated according to the number ofsubject semesters. Among applicants with the same number of subject semesters, places will be allocated bylot.


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Psychology of individual differences and personality; Assessment and Evalua-tion in Educational Psychology

06-Psy-DiffDia-092-m01


holder of the Professorship of Educational Psychology Institute of Psychology




1 semester undergraduate Admission prerequisite to assessment: 8 exercises (approx. 1 page) asspecified by vhb.

Contents

Cognitive (intelligence, talent, creativity), emotional (eagerness to learn, anxiety) and motivational (motivationthrough curiosity, learning and performance motivation, interest, self-concept) requirements of learning; profes-sional development of teachers / psychological principles and quality criteria; measuring of school performance,grading and assessment of training success; questioning, assessment, observation and test methods; diagno-stics of school readiness for different types of school; methods of school related evaluation


The students are able to identify, classify and explain the development of the performance and personality struc-ture of pupils as well as the corresponding differences between pupils including the different manifestations ofdifferent talents. They acquire knowledge of the individual emotional-motivational and cognitive requirementsfor the development and improvement of the pupils' performance. They are able to theoretically analyse, if ne-cessary alter and practically apply conventional and psychological scientific methods for the assessment of per-formance.


V + S (no information on SWS (weekly contact hours) and course language available)





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Module offered online by Virtuelle Hochschule Bayern (vhb).


§ 32 (1) 1 b) cc) Erziehungswissenschaften - Psychologie


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Developmental Psychology; Emotional and behavioral Difficulties in Childrenand Adolescents

06-Psy-EntAu-092-m01







Contents

Models and requirements of development; development of selected functional areas: Intelligence, memory,knowledge, language and speech, motivation, moral thinking and acting, social and sexual behaviour; identityand self-concept; childhood and adolescence; development support. / learning and performance disorders (at-tentiveness, concentration, partial performance disorders, disorders of social behaviour, communication andpersonality disorders (discipline and education difficulties, anxiety and social withdrawal, aggression and vio-lence, delinquency and drug consumption, extracurricular and at-school prevention and intervention


The students are able to classify individual children and juveniles according to peculiarities of developmentalsteps, areas and anomalies. They are able to apply, alter or create psychologically founded measures or pro-grammes for anomalies, learning difficulties and behavioural abnormalities on an undergraduate level.


V + V (no information on SWS (weekly contact hours) and course language available)





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Learning and Instruction; Social Psychology 06-Psy-LernSoz-092-m01







Contents

Basic learning processes (theories and principles of human learning including cognitive learning processes);memory, knowledge acquisition (models of memory and requirements of memorising and knowledge building);thinking, problem solving (thinking processes and their principles, also during problem solving); instruction,quality of classes (specific measures and requirements of improving classes) / social interaction and communi-cation (teacher-student and student-student interaction, intercultural learning); social structures and processesin small groups (school class, work group, teaching staff, family); social attitudes, social cognition and subjecti-ve theories in teachers and students as well as their modification); social conflicts and their resolution.


Advanced methodological knowledge gives the students a better understanding of psychological literature.Knowledge of Psychology of Learning, Memory, Thinking and Knowledge facilitates better teaching on the onehand and efficient help for better learning on the other hand. Advanced knowledge of Social Psychology impro-ves the students' sympathy for pupils and their dependency on group, family and society; therefore, the studentshave the knowledge necessary for controlling social phenomena in class and for promoting a supportive socialatmosphere in class.







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Didactics in cooperation with the studyworkshop 06-L-DidLL-092-m01


holder of the Chair of Special Education I





Contents

Application and in-depth study of didactic considerations and principles regarding pupils with learning disabili-ties, subject-didactic aspects (e.g. German, maths) regarding pupils with learning disabilities, methods and me-dia for the specific support of pupils with learning disabilities


Knowledge of learning and teaching materials and means for pupils with learning disabilities, methodologicalcompetence regarding different media and methods of supporting of pupils with learning disabilities; ability toevaluate the didactic effectiveness of different media and methods.


S + S (no information on SWS (weekly contact hours) and course language available)



presentation (approx. 20 minutes) with written elaboration (approx. 8 pages)


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Current topics in speech and language pathology 06-S-AspA-092-m01


holder of the Chair of Special Education III Chair of Special Education III: Speech and LanguagePathology




1 semester unknown --

Contents

No information on contents available.


No information on intended learning outcomes available.


S + S (no information on SWS (weekly contact hours) and course language available)



a) portfolio (approx. 20 pages) or b) portfolio (approx. 12 pages) and presentation (approx. 20 minutes) or c) oralexamination of one candidate each (approx. 15 minutes) or d) oral examination in groups (groups of 3, approx. 15minutes per candidate)


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Studies of Social Sciences(8 ECTS credits)

Pursuant to Section 22 Subsection 2 No. 1b and No. 5b in conjunction with Section 32 Subsection 1 No.1 Letter c) LPO I (examination regulations for teaching-degree programmes), students studying for a te-aching degree Grundschule, Hauptschule, or special education must achieve 8 ECTS credits in secti-on Gesellschaftswissenschaftliches Studium (Social and Political Sciences Courses) (Gesellschaftswis-senschaften (Social and Political Sciences) pursuant to Section 32 Subsection 1 No. 2 LPO I and Theolo-gie (Theology) or Philosophie (Philosophy) pursuant to Section 32 Subsection 1 No. 3 LPO I). Studentswho study Evangelische Religionslehre (Protestant Theology Didactics) or Katholische Religionslehre(Catholic Theology Didactics) as Unterrichtsfach (subject studied with a focus on the scientific discipli-ne) or Didaktikfach (subject studied with a focus on teaching methodology) must achieve a minimumof 5 ECTS credits in Evangelische Theologie (Protestant Theology) (if they are Protestant) or in Katholi-sche Theologie (Catholic Theology) (if they are Catholic). Students who do not study Evangelische Reli-gionslehre or Katholische Religionslehre as Unterrichtsfach or Didaktikfach must achieve a minimum of3 ECTS credits in Evangelische Theologie, Katholische Theologie, or Philosophie.


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Political and Social Studies 06-LPO-PSS-092-m01


Managing Director of the Institute for Political Science andSociology

Institute for Political Science and Sociology





Contents

German contents available but not translated yet. Geschichte und Funktion der Sozialwissenschaften, Grundzüge sozialwissenschaftlicher Forschungslogik, Ideen-geschichte, Politische Systeme, Internationale Beziehungen, Politische Soziologie


German intended learning outcomes available but not translated yet. Der/Die Studierende verfügt über grundlegende Kenntnisse und Verständnis forschungsorientierter Diskurse inden Sozialwissenschaften. Er/Sie hat die Befähigung zur eigenständigen Behandlung von sozialwissenschaftli-chen Fragestellungen.







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Political Theory 06-LPO-PT-092-m01


holder of the Chair of Comparative Politics and German Po-litics

Chair of Comparative Politics and German Politics





Contents

German contents available but not translated yet. Geschichte des politischen Denkens, Einführung in die Klassiker der politischen Ideengeschichte, Ein-führung inausgewählte politische Themen.


German intended learning outcomes available but not translated yet. Der/Die Studierende besitzt Kenntnis und Verständnis der Geschichte des politischen Denkens und erlangteinen Überblick über grundlegende Probleme, Positionen und Theorien. Er/Sie ist zur eigen-stän-digen Behand-lung von politikwissenschaftlichtheoretischen Fragestellungen befähigt.







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§ 56 (1) 1. Sozialkunde Politikwissenschaft§ 81 (1) 1. Sozialkunde Politikwissenschaft


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International Relations 06-LPO-IB-092-m01


holder of the Professorship of European Studies and Inter-national Relations

Professorship of European Studies and InternationalRelations





Contents

German contents available but not translated yet. Historische Entwicklung, Theorien und Grundfragen der Lehre von den Internationalen Beziehungen.


The student has acquired the knowledge of International Relations' manifold theories. He/She is able to reflectthe appropriate conceptual and theoretical capacity of their main issues; he/she is able to conduct a theoreticalapproach to the analysis of pivotal problem areas of world politics.







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Contemporary History 1: 1917 - 1945 06-LPO-ZG1-092-m01








Contents

German contents available but not translated yet. Überblick über die historische Entwicklung von 1917 bis zum Ende des zweiten Weltkriegs.


German intended learning outcomes available but not translated yet. Der/Die Studierende kann grundlegende politische und gesellschaftliche Entwicklungen der Zeit von 1917 biszum Ende des zweiten Weltkriegs benennen, beschreiben, einordnen und diskutieren.







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§ 56 (1) 3. Sozialkunde Zeitgeschichte§ 81 (1) 3. Sozialkunde Zeitgeschichte


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Comparative Politics and Governance 06-LPO-VPS-092-m01








Contents

German contents available but not translated yet. Konstruktionsmerkmale politischer Systeme; Vermittlung zentraler Kategorien der vergleichenden Systemanaly-se.


German intended learning outcomes available but not translated yet. Der/Die Studierende verfügt über grundlegende Kenntnisse der Konstruktionsprinzipien politischer Systeme. Er/Sie beherrscht die Anwendung des Systemvergleichsrasters auf konkrete Fallbeispiele.







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United Nations 06-LPO-UN-092-m01








Contents

German contents available but not translated yet. Einführung in die Organisation der Vereinten Nationen, ihre Geschichte, Strukturen, Arbeitsweisen sowie aktuel-le Fragen und Probleme.


German intended learning outcomes available but not translated yet. Der/Die Studierende verfügt über grundlegende Kenntnisse zu den Vereinten Nationen und kann deren Aufga-benfelder und Strukturen sowie aktuelle Fragen einordnen und diskutieren.







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European Union 06-LPO-EU-092-m01








Contents

Introduction in the European integration process, in the development of EEC/EC/EU and the political system aswell as selected policy fields of the European Union.


The student has acquired a general knowledge of European integration and is able to classify its historical deve-lopment and structures as well as its contemporary problem areas.







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§ 56 (1) 2. Sozialkunde Soziologie§ 81 (1) 2. Sozialkunde Soziologie


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Contempory History 2: 1945 - present 06-LPO-ZG2-092-m01








Contents

German contents available but not translated yet. Überblick über die historische und politische Entwicklung von 1945 bis heute (Schwerpunkt BRD).


German intended learning outcomes available but not translated yet. Der/Die Studierende kann grundlegende politische und gesellschaftliche Entwicklungen der Zeit von 1945 biszur Gegenwart benennen, beschreiben, einordnen und diskutieren.







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§ 56 (1) 3. Sozialkunde Zeitgeschichte§ 81 (1) 3. Sozialkunde Zeitgeschichte


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Political Institutions in the Federal Republic of Germany 06-LPO-BRD-092-m01








Contents

German contents available but not translated yet. Konstruktionsmerkmale des politischen Systems der Bundesrepublik, Verfassungsstruktur, Institutionen undmaßgebliche Akteure; Kenntnis d. Grundzüge und Grundprobleme des Wirtschaftssystems.


German intended learning outcomes available but not translated yet. Der/Die Studierende verfügt über spezielle Kenntnisse und Verständnis des politischen Systems der Bundesre-publik und hat die Befähigung, Fragen und Problemkreise deutscher Politik mit fachwissenschaftlichen Instru-menten zu analysieren.







Number of places: 15. Places will be allocated by lot.


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Foundations of Sociology 1 06-LPO-AS1-092-m01


holder of the Chair of Sociology and Sociological Theory Chair of Sociology and Sociological Theory





Contents

German contents available but not translated yet. Einführung in grundlegende Begriffe, Fragestellungen, Themen und Analysen der Soziologie.


Students will become adept at recognizing and evaluating the main conceptual schemes and theoretical approa-ches of sociology







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Survey Methods 06-LPO-DE-092-m01


holder of the Chair of Quantitative Methods in the SocialSciences





Contents

Applied introduction to the process of empirical research in the social sciences based on the the total survey er-ror: approach foundations of methodology in the philosophie of science, deduction of hypothese from theories,survey design, ethical questions of research, construction of survey instruments, sampling from populations, da-ta collection, data analysis, presentation of findings


Participants have basic concepts at their disposal in order to plan and conduct an empirical research project inthe social sciences







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§ 56 (1) 2. Sozialkunde Soziologie


page 31 / 84



Social Structuration and Inequality 06-LPO-SpS-092-m01


holder of the Professorship of Sociology and QualitativeResearch

Professorship of Sociology and Qualitative Research





Contents

German contents available but not translated yet. Sozialstrukturanalyse, Theorien, Modelle, Befunde


German intended learning outcomes available but not translated yet. Der/Die Studierende verfügt über Grundkenntnisse der Sozialstrukturanalyse.







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Sociology of Education (and similar topics) 06-NF-EWS-082-m01








Contents

German contents available but not translated yet. Theorien, Methoden und Befunde aktueller Untersuchungen und Literatur aus Bereichen der Soziologie mit erzie-hungswissenschaftlichem Bezug oder der Bildungssoziologie.


Students will become adept at recognizing and evaluating the main conceptual theories, methods and findingsin one or several fields of action of social science with relation to educational science or educational sociology.





a) presentation (approx. 45 minutes) and term paper (approx. 15 pages) or b) presentation (approx. 45 minutes)and scientific poster (1 page) or c) presentation (approx. 45 minutes) and written examination (approx. 90 minu-tes)


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§ 81 (1) 2. Sozialkunde Soziologie


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Sociology of Education (and similar topics) 06-LPO-EWS-092-m01








Contents

German contents available but not translated yet. Theorien, Methoden und Befunde aktueller Untersuchungen und Literatur aus Bereichen der Soziologie mit erzie-hungswissenschaftlichem Bezug oder der Bildungssoziologie.


Students will become adept at recognizing and evaluating the main conceptual theories, methods and findingsin one or several fields of action of social science with relation to educational science or educational sociology.





a) presentation (approx. 45 minutes) and term paper (approx. 15 pages) or b) presentation (approx. 45 minutes)and scientific poster (1 page) or c) presentation (approx. 45 minutes) and written examination (approx. 90 minu-tes)


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Culture as a field of research 04-EEVK-FFK-GWS-092-m01


holder of the Chair of European Ethnology Chair of European Ethnology





Contents

- Students gain an insight into cultural-scientific research and topic areas that are defined by the determinantstradition and modernity as well as by space and time.- Overview of research approaches and theoretical positions of cultural historical work.- Tradition situations, tradition carriers and modalities as well as phenomena and factors of the cultural changewill be covered.- Students will be provided with approaches and techniques of the cultural analysis.


- Students develop an understanding of historical and cultural contexts.- The module provides students with historico-cultural knowledge.- They gain insights into positions and research fields of the historico-cultural work.- They are able to classify historical cultural heritage, cultural bodies and cultural mediators in time and space.- The students are able to reflect the use of cultural analysis critically.


Ü (no information on SWS (weekly contact hours) and course language available)



written examination (approx. 60 minutes) and introductory presentation (approx. 15 minutes) with handout (ap-prox. 2 pages)


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Researching popular and everyday culture 04-EEVK-EAP-GWS-092-m01






1 semester undergraduate By way of exception, additional prerequisites are listed in the section onassessments.

Contents

The module gives a basic insight into the research of everyday and popular cultures from the view of EuropeanEthnology/ Cultural Anthropology (empirical cultural science, Cultural Anthropology). For a long time, it has on-ly been the "nice things" of the former "cultures" that had to be saved, but for a modern Cultural Anthropology,the testimonies of everyday and popular mass culture are of great significance: The dramatic changes of the pre-industrial world changing into an industrial and post-industrial world are visible. This changed research conceptof the cultural analysis, the most important technical terms, sources, methods as well as selected working are-as and technical relevant basics of the scientific work covers an overall introduction to the research field culture.The acquired basics will be consolidated and differentiated on the basis of a generic topic area. Thus, the stu-dy of specific everyday and popular cultures in history and the present age takes place, taking into account theregional, particularly the dealing with Bavarian regions, but also cultural and intercultural environment issues.Hence, the module provides a detailed background knowledge of the field of experience of pupils and studentsthat can be applied to the school practice at the same time.


Students acquire the following competences: - Fundamental knowledge of scientific working methods; -Basicknowledge of folkloric and ethnological cultural analysis; -Advanced knowledge of a generic working field fromthe area of cultural analysis or Ethnography based on generic everyday and popular cultures from the past andpresent age; Dealing autonomously with cultural phenomena and processes based on typical examples; - Stu-dents acquire general cultural practice and intercultural competences in a selected field of study, especially forthe implementation of school lessons (e.g. Regional and Cultural studies, History, Ethics, Religious Education).


This module comprises 2 module components. Information on courses will be listed separately for each modulecomponent.

• 04-EEVK-EAP-GWS-1-092: Ü (no information on SWS (weekly contact hours) and course language availa-ble)

• 04-EEVK-EAP-GWS-2-092: S (no information on SWS (weekly contact hours) and course language availa-ble)



Assessment in this module comprises the assessments in the individual module components as specified be-low. Unless stated otherwise, successful completion of the module will require successful completion of all indi-vidual assessments. Assessment in module component 04-EEVK-EAP-GWS-1-092: Introduction: Culture as a field of research

• 2 ECTS, Method of grading: numerical grade• written examination (approx. 60 minutes)• Other prerequisites: Admission prerequisite to assessment: regular attendance of exercises (a maximum

of 2 incidents of unexcused absence).Assessment in module component 04-EEVK-EAP-GWS-2-092: Researching popular and everyday culture

• 3 ECTS, Method of grading: numerical grade• presentation (approx. 25 minutes) with handout (approx. 2 page) and written elaboration (approx. 10

pages)


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• Other prerequisites: Admission prerequisite to assessment: regular attendance of seminar (a maximumof 2 incidents of unexcused absence).


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Pattern of Ethical and anthropological Argumentation 06-Th-STETAN-092-m01


holder of the Chair of Religious Education Chair of Religious Education





Contents

Introduction to theological ways of thinking in ethics and anthropology based on current or central theologicaland philosophical texts.


At the end of the course, students will be able to recognise argumentative strategies in ethics or anthropology.They will have developed the ability to identify and evaluate how norms are constituted and justified as well asto interpret everyday phenomena and societal processes of self-interpretation in the context of theories in ethicsand anthropology.





a) presentation (approx. 20 minutes) with written elaboration (2 pages) or b) term paper (approx. 12 pages)


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Ethics and Anthropology at a theory of religious teaching 06-Th-EtAnRD-092-m01







Contents

Introduction to theological ways of thinking in ethics or anthropology based on current or central theological andphilosophical texts as well as their incorporation into religious education lessons that are tailored to the needsof the age group students are teaching.


In the area of ethics or anthropology, students will be able to recognise fundamental approaches of a theologi-cal argument, to situate the contents within the context of current social problems, and to discuss them in an ap-propriate manner. In addition, they will have developed the ability to teach sessions in the religious educationclassroom that familiarise pupils with ethical and anthropological approaches in an appropriate manner that istailored to the needs of the age group they are teaching.


V + T (no information on SWS (weekly contact hours) and course language available)



a) presentation (approx. 15 minutes) and written examination (approx. 90 minutes) or b) term paper (approx. 15pages)


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Religion and Lifeworld 06-Th-RL-092-m01


holder of the Chair of Systematic Theology and Present-dayProblems

Chair of Systematic Theology and Present-day Pro-blems





Contents

Understanding of the power to shape culture that religion had/has in history and in present times, concentrationof religious and ethical phenomena in the fields of art, media, or daily life. Hermeneutics and problem areas inaesthetic theology in correlation with dogmatic, philosophical, and ethical topoi as well as current topics.


At the end of the course, students will have developed cultural-hermeneutic skills and techniques. They will beable to decipher everyday phenomena, societal processes of self-interpretation, ethical discourses, or works ofart from various art disciplines in the context of theological or ethical theories. They will be able to develop ba-lanced judgements and interrelate them with other phenomena.





written examination (90 minutes)


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Aesthetics, Culture and Religion 06-Th-ÄKR-092-m01


holder of the Chair of Systematic Theology and Present-dayProblems

Chair of Systematic Theology and Present-day Pro-blems





Contents

An awareness of the correlation between the areas of aesthetics, culture, and religion with special attention totheir individual nature and with an understanding of current questions and problems and, in particular, of howthey appear in the media.


At the end of the course, students will have developed cultural-hermeneutic skills and techniques. They will beable to decipher everyday phenomena, societal processes of self-interpretation, ethical discourses, or works ofart from various art disciplines in the context of theological or ethical theories. They will be able to develop ba-lanced judgements and interrelate them with other phenomena.







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Education and religion 06-Th-BuR-092-m01







Contents

Grounding in topics in Protestant religious education. Consolidation of the students' knowledge and skills in thearea of religious education.


At the end of the course, students will have a proper grounding in topics in Protestant religious education. Theywill have developed the ability to structure issues and the complex interrelations between theology and other re-ference disciplines such as psychology, sociology, and general pedagogy that they involve.





a) presentation (approx. 20 minutes) with written elaboration (approx. 2 pages) or b) term paper (approx. 12 pa-ges) or c) written examination (approx. 60 minutes)


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Religion and theology in culture and society 1 01-GWS1-092-m01


Dean of Studies Faculty of Catholic Theology Faculty of Catholic Theology





Contents

The socio-anthropological impact of religion. Discussion of the relevance religious education has in today's se-cular society. The cultural relevance of religious phenomena and forms of expression of religion. An introductionto theological arguments in current debates in ethics.


At the end of the course, students will have become familiar with religion and religious phenomena in today'splural and multicultural society. They will have developed a knowledge of the fundamental principles of the theo-logy of religions and will have approached problems in anthropology from a religious point of view. They will beable to critically reflect upon religious phenomena and forms of expression of religion.





a) oral examination of one candidate each (approx. 15 minutes) or b) oral examination in groups (groups of 2: ap-prox. 30 minutes, groups of 3: approx. 45 minutes) or c) presentation (approx. 30 minutes) or d) written examina-tion (approx. 30 minutes) or e) essay (approx. 5 pages) or f) assessments during lecture period (approx. 20 hourstotal). Assessments during the lecture period comprise several small assessments such as completing case orapplication-oriented exercises, completing work sheets, conducting research or preparing a portfolio. These as-sessments accompany the course and serve purposes of preparation, consolidation of knowledge and skills, re-flection, practical application and documentation of progress in the learning process.


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Religion and theology in culture and society 2 01-GWS2-092-m01


Dean of Studies Faculty of Catholic Theology Faculty of Catholic Theology





Contents

Interrelations between religion, politics, and faith in today's multicultural and secular society. Religious plura-lism and the dialogue of religions. Analysis of the relevance and power of religious faith and theology to shapesociety with special attention to religious aspects of education. Discussion of different religious (biblico-theolo-gical) understandings of the human person and their political implications for contemporary issues. An introduc-tion to patterns and forms of theological/religious argument relating to problems in ethics.


At the end of the course, students will have become familiar with religion as a socio-anthropological reality. Theywill be able to identify and critically reflect upon religious phenomena in a socio-cultural context. Students willhave become familiar with religious understandings of the human person and will have developed an appreciati-on of their contribution to the anthropology debate. They will have been introduced to the dialogue of religions.





per lecture: a) oral examination of one candidate each (approx. 15 minutes) or b) oral examination in groups(groups of 3: approx. 45 minutes, groups of 2: approx. 30 minutes) or c) presentation (approx. 30 minutes) or d)written examination (approx. 30 minutes) or e) essay (approx. 5 pages) or f) assessments during lecture period(approx. 20 hours total). Assessments during the lecture period comprise several small assessments such ascompleting case or application-oriented exercises, completing work sheets, conducting research or preparing aportfolio. These assessments accompany the course and serve purposes of preparation, consolidation of know-ledge and skills, reflection, practical application and documentation of progress in the learning process.


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Basic disciplines of theoretical philosophy 06-B-W5-102-m01


holder of the Chair of Theoretical Philosophy Institute of Philosophy





Contents

Problems in and theoretical models of basic disciplines of theoretical philosophy.


Intended learning outcomes: Content-related outcomes: Insight into the fundamental disciplines of theoreticalphilosophy. Formal outcomes (skills to be tested in the assessment): Ability to analyse philosophical texts andissues; ability to follow the rules of scholarly work; ability to independently develop philosophical issues and topresent them in a linguistically appropriate manner.





term paper (approx. 12 pages) and a) short presentation (approx. 20 minutes) or b) log (approx. 2 pages) or c) es-say (approx. 2 pages), weighted 7:3Assessment offered: once a year, summer semester


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Specific disciplines of theoretical philosophy 06-B-W6-102-m01







Contents

Problems in and theoretical models of special disciplines of theoretical philosophy.


Intended learning outcomes: Content-related outcomes: Insight into special disciplines of theoretical philoso-phy. Formal outcomes (skills to be tested in the assessment): Ability to analyse philosophical texts and issues;ability to follow the rules of scholarly work; ability to independently develop philosophical issues and to presentthem in a linguistically appropriate manner.







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Basic disciplines of practical philosophy 06-B-W7-102-m01


holder of the Chair of Practical Philosophy Institute of Philosophy





Contents

Problems in and theoretical models of basic disciplines of practical philosophy.


Intended learning outcomes: Content-related outcomes: Insight into the fundamental disciplines of practical phi-losophy. Formal outcomes (skills to be tested in the assessment): Ability to analyse philosophical texts and issu-es; ability to follow the rules of scholarly work; ability to independently develop philosophical issues and to pre-sent them in a linguistically appropriate manner.







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Specific disciplines of practical philosophy 06-B-W8-102-m01


holder of the Chair of Practical Philosophy Institute of Philosophy





Contents

Problems in and theoretical models of special disciplines of practical philosophy.


Intended learning outcomes: Content-related outcomes: Insight into special disciplines of practical philosophy.Formal outcomes (skills to be tested in the assessment): Ability to analyse philosophical texts and issues; abilityto follow the rules of scholarly work; ability to independently develop philosophical issues and to present themin a linguistically appropriate manner.







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Basic problems and basic texts in different disciplines of philosophy 06-B-P3-GWS-GPGT-102-m01






1 semester unknown Admission prerequisite to assessment: regular attendance of seminars (amaximum of 2 incidents of unexcused absence).

Contents








a) oral examination (approx. 25 minutes) or b) written examination (approx. 120 minutes)


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Freier Bereich (general as well as subject-specific electives)(0-15 ECTS credits)

Teaching degree students must take modules worth a total of 15 ECTS credits in the area Freier Bereich(general as well as subject-specific electives) (Section 9 LASPO (general academic and examination re-gulations for teaching-degree programmes)). To achieve the required number of ECTS credits, studentsmay take any modules from the areas below.Freier Bereich (general as well as subject-specific electives) -- open for all teaching degree students ir-respective of their subject combinations: For additional courses that are open to all teaching degreestudents irrespective of their subject combinations (fächerübergreifendes Zusatzangebot), please re-fer to the respective Annex of the "Ergänzende Bestimmungen für den "Freien Bereich" im Rahmen desStudiums für ein Lehramt" (Supplementary Provisions on the Area "Freier Bereich" in Teaching-DegreeProgrammes).Freier Bereich (general as well as subject-specific electives) -- subject specific (teaching degree Grund-schule (LA GS), teaching degree Mittelschule (LA MS), teaching degree Realschule (LA RS) or teachingdegree special education (LA SoP)).


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Children with Learning Disabilities in Elementary School: Psychological Theo-ries and Methods for the Improvement of Attention, Motivation and Perfor-mance

06-Psy-BeeintSek-092-m01







Contents

Manifestations and causes of general learning difficulties in pupils in secondary education. Basic principles ofpedagogical-psychological interventions and training programmes. Specific and grade-appropriate methods andprogrammes to enhance concentration, motivation and performance.


The students know and are able to identify forms (and causes) of general learning difficulties in pupils in secon-dary education. They know the theoretical principles, structure, course, carrying out and evaluation of interventi-on or training programmes.





talk (20 minutes) and written elaboration (2 to 3 pages)


Number of places: maximum 30. Places will be allocated by lot.


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Children with Learning Disabilities in Elementary School: Psychological Theo-ries and Methods for the Improvement of Attention, Motivation and Perfor-mance

06-Psy-BeeintP-092-m01







Contents

Manifestations and causes of general learning difficulties in pupils in primary education. Basic principles of pe-dagogical-psychological interventions and training programmes. Specific and grade-appropriate methods andprogrammes to enhance concentration, motivation and performance.


The students know and are able to identify forms (and causes) of general learning difficulties in pupils. Theyknow the theoretical principles, structure, course, carrying out and evaluation of intervention or training pro-grammes.







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Gifted Children in High School: Fundamentals and Concepts 06-Psy-BegabSek-092-m01







Contents

Types, development and identification of intellectual giftedness and its typical manifestations in secondary edu-cation, including the resulting advantages and disadvantages in school life. Necessity and measures of specialsupport for highly gifted pupils in secondary education.


The students have knowledge of intellectual giftedness in pupils in secondary education as well as the forms,development and possibilities of identification. They know the capabilities and limits of highly gifted pupils insecondary education as well as the possible developmental problems of these pupils. They know school and ex-tracurricular measures for the promotion of highly gifted pupils as well as the possibilities of psychological coun-selling.









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Gifted Children in Primary School: Fundamentals and Concepts 06-Psy-BegabP-092-m01






1 semester undergraduate Admission prerequisite to assessment: regular attendance of courses (amaximum of 3 incidents of unexcused absence).

Contents

Types, development and identification of intellectual giftedness and its typical manifestations in primary edu-cation, including the resulting advantages and disadvantages in school life. Necessity and measures of specialsupport for highly gifted children in primary education.


The students have knowledge of intellectual giftedness in children in primary education as well as the forms, de-velopment and possibilities of identification. They know the capabilities and limits of highly gifted children inprimary education as well as the possible developmental problems of these children. They know school and ex-tracurricular measures for the promotion of highly gifted pupils as well as the possibilities of psychological coun-selling.









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Introduction to Scientific Methodology in the Educational Context 06-Psy-EinwissA-092-m01







Contents

Basic empirical methods, data collection and processing; working with texts.


The students have applicable knowledge of psychological methodology and are able to collect and process data.They are principally able to write a psychological text according to scientific criteria.









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Conversation Techniques for Teachers 06-Psy-Gespräf-092-m01







Contents

Different aspects of messages; basic attitudes in conversation; active and passive listening; I-messages; pre-paration for and phases of conversation; problem and solution orientation; observation and analysis of sampleconversations as well as testing and practising of conversations on the basis of realistic conversational situati-ons.


The students acquire basic attitudes and techniques indispensable for a target- and result-oriented conversationin a professional and confidence-building atmosphere.





designing a seminar (approx. 90 minutes). Designing a seminar includes providing subject-specific input, givinginstructions for assignments, moderating/coordinating the participants' contributions, summarising these con-tributions as well as demonstrating/delivering/designing a class.




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Psychological Fundamentals, Diagnostics and Intervention of Specific Lear-ning Disabilities in High School

06-Psy-SpezLernSek-092-m01







Contents

Forms, identification and effects of special learning disorders in secondary education, especially of dyslexia anddyscalculia, including the psychological theories on development and course. Psychologically evaluated inter-vention programmes in view of their way of functioning, organisation and implementation.


The students know special learning disorders, especially dyslexia and dyscalculia as well as their forms and theirrelevance in secondary education, regardless of the type of school. They have gained an overview of correspon-ding, evaluated intervention and training programmes and know how to apply these.







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Psychological Fundamentals, Diagnostics and Intervention of Specific Lear-ning Disabilities in Primary School

06-Psy-SpezLernP-092-m01







Contents

Forms, identification and effects of special learning disorders in primary education, especially of dyslexia anddyscalculia, including the psychological theories on development and course. Psychologically evaluated inter-vention programmes in view of their way of functioning, organisation and implementation.


The students know special learning disorders, especially dyslexia and dyscalculia as well as their forms and theirrelevance in school. They have gained an overview of corresponding, evaluated intervention and training pro-grammes and know how to apply these.





a) talk (approx. 20 minutes) with written elaboration (approx. 2 pages) or b) presentation (approx. 20 minutes)with documentation (approx. 2 pages) or c) term paper (approx. 7 pages) or d) written examination (approx. 30minutes) or e) oral examination (approx. 15 minutes) or f) portfolio (maximum 10 pages)




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Psychological Grounded Pro-grams for the Modification of Behavioral Disor-ders within High School

06-Psy-ProgAuffSek-092-m01







Contents

Manifestations, causes, clustering and effects of behavioural abnormalities in secondary education. Measuresand programmes to influence behavioural abnormalities in school and school-related situations, especially ag-gression and violence, anxiety disorders, disturbed social and eating behaviour as well as attention deficit hype-ractivity disorder.


The students know the causes, manifestations and relevance of behavioural abnormalities in pupils in seconda-ry education, regardless of the type of school. They have knowledge of measures and programmes for influen-cing behavioural abnormalities in school and in the context of school and especially know the structure, courseand specific application of relevant, evaluated programmes.









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Psychological Grounded Programs for the Modification of Behavioral Disor-ders within Elementary School

06-Psy-ProgAuffP-092-m01







Contents

Manifestations, causes, clustering and effects of behavioural abnormalities in primary education. Measures andprogrammes to influence behavioural abnormalities in school and school-related situations, especially aggressi-on and violence, anxiety disorders, disturbed social behaviour as well as attention deficit hyperactivity disorder.


The students know the causes, manifestations and relevance of behavioural abnormalities in pupils in seconda-ry education, regardless of the type of school. They have knowledge of measures and programmes for influen-cing behavioural abnormalities in school and in the context of school and especially know the structure, courseand specific application of relevant, evaluated programmes.









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Psychological Grounded Application of Media in Specific School Subjects wi-thin High School

06-Psy-MedienSek-092-m01







Contents

Principles, goals and methods of using media in school and class in view of Media Psychology, media technolo-gy, and Educational Psychology, e.g. psychological computer programmes for learning and practising individualteaching subjects and areas of secondary education; utilising recording media for classroom support (ensuringlearning achievements, visualisation, improvement of class solidarity).


The students know corresponding media and their possible pedagogical-psychological application. When it co-mes to learning programmes, they have gained an overview of relevant, evaluated programmes and are able toevaluate their efficiency on the basis of individual dimensions. They are able to handle recording media and toprepare the usage for improved teaching.









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Psychological Grounded Application of Media in Specific School Subjects wi-thin Elementary School

06-Psy-MedienP-092-m01







Contents

Principles, goals and methods of using media in school and class in view of Media Psychology, media technolo-gy, and Educational Psychology, e.g. psychological computer programmes for learning and practising individu-al teaching subjects and areas of primary education; utilising recording media for classroom support (ensuringlearning achievements, visualisation, improvement of class solidarity).


The students know corresponding media and their possible pedagogical-psychological application. When it co-mes to learning programmes, they have gained an overview of relevant, evaluated programmes and are able toevaluate their efficiency on the basis of individual dimensions. They are able to handle recording media and toprepare the usage for improved teaching.









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From Experience of Counselling Centres in the Educational Field 06-Psy-PraxBera-092-m01







Contents

School counselling institutions and offers (school counselling office, educational psychologists and advisory te-achers, mobile special education services) and extracurricular counselling (e.g. child guidance centres and fami-ly counselling centres, Counselling Centre for the Gifted and Talented, centre for early diagnosis, paediatricians,child and adolescent psychiatry)


The students have gained insights into the questions and structure of school counselling. They are familiar withthe structure of the school counselling system and have gained an overview of the institutions of extracurricularcooperation partners as well as information about the possibilities of making contact, also for parents.









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Counselling and Supervision 06-Psy-Suvi-092-m01







Contents

Supervision of teaching degree students deals with current stress situations of supervisors. These situationsmight include conflicts resulting from relations with oneself, pupils, parents or the teaching staff. We will consi-der the problems presented from different angles and compile various solution approaches.


By working as supervisors, the teaching degree students advance their personal, subject-specific and socialcompetencies. The students are able to re-evaluate conflictual relations in school, to evaluate interaction proces-ses and problems in altered contexts, and to perceive themselves and others in a differentiated manner. Theyare more aware of their own and other person's feelings and are able to develop alternatives for action.







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Becoming Teacher - Being Teacher 06-Psy-Lwerdsein-092-m01







Contents

Self-perception, self-reflection and resource analysis regarding one's suitability as a teacher and the decision tostudy a teaching degree programme (demands on teachers; individual stress management strategies; the signi-ficance of collegial counselling when dealing with difficult pupils, parents and colleagues). The teacher trainingcourses analyse the teaching behaviour of the participating students and the structure of learning-psychologicaland socio-psychological alternatives: (usage of video feedback; elements of group dynamics and behaviour re-gulation in due consideration of different types of pupils.)


The students reflect on their journey leading to the teaching degree studies. They compare the role and tasks ofteachers to their expectations and competencies and analyse stress factors and possible coping strategies. Theyunderstand the importance of personal attitude and behaviour when dealing with pupils, parents and colleaguesand become acquainted with solution-oriented systemic perspectives. After completing the teaching training,the students know advantageous and disadvantageous forms and effects of possible interactions between tea-chers and children/juveniles as well as alternative behaviour patterns for dealing with pupils based on an appro-priate basic attitude taking into account the pupils' individual peculiarities.









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Training of Tutors for Differential Psychology and Pedagogic-PsychologicalDiagnostics

06-Psy-TutausbDD-092-m01




2 (not) successfully completed 06-Psy-DiffDia



Contents

University didactic and advanced knowledge of "Differential and Personality Psychology in the Context ofSchool" and "Pedagogical Psychological Diagnostics and Evaluation". Knowledge and possibilities of a virtualmodule and possibilities of electronic communication with students.


The students can act as tutors in the virtual module "Differential and Personality Psychology in the Context ofSchool" and "Pedagogical Psychological Diagnostics and Evaluation". They are able to assess and comment onthe texts written by the module participants.









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Multimedia and EBoard Interactive (Basic Course) 06-PSYSQ-MultiB-102-m01







Contents

In this seminar, the students learn to efficiently handle multimedia formats and contents in combination withelectronic board systems. Theoretical principles of working with boards are mentioned. Aside from learninghow to acquire resources for the integration into board images, the students also learn how to produce such re-sources themselves. Afterwards, the students present self-created board images in the course, which are discus-sed in the group.


The students have basic knowledge of the handling of various electronic board systems. They have the requisi-te know-how needed to create pupil-centred learning environments and to integrate interactivity into teaching forexample for future teaching jobs.







Number of places: maximum 15. Should the number of applications exceed the number of available places, pla-ces will be allocated as follows: (1) Students applying after not having successfully completed assessment in thepast two semesters will be given preferential consideration. (2) The remaining places will be allocated by lot. (3)A waiting list will be maintained and places re-allocated by lot as they become available.


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Multimedia and EBoard Interactive (Upgrading Course) 06-PSYSQ-MultiE-102-m01







Contents

In this seminar, the students learn to efficiently handle multimedia formats and contents in combination withelectronic board systems. Theoretical principles of working with boards are mentioned. Aside from learning toacquire resources for the integration into board images, the students also learn how to produce such resourcesthemselves. Afterwards, the students present self-created board images in the course, which are discussed inthe group.


The students have advanced knowledge of the handling of various electronic board systems. They have advan-ced skills needed to create pupil-centred learning environments and to integrate interactivity into teaching, forexample for future teaching jobs.









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Multimedia and EBoard Interactive (Advanced Course) 06-PSYSQ-MULTiI-102-m01







Contents

In the seminar, the students acquire knowledge of the characteristics, application possibilities and producti-on techniques of multimedia components. They become acquainted with the principles of working with boards.This knowledge enables them to take advantage of the possibilities and opportunities of working with interactiveboard systems. As an example of multimedia use in modern learning environments, the students practise wor-king with interactive whiteboards, which are a digital version of the conventional blackboard. They study functi-ons such as video and audio recording as well as computerised and self-directed learning processes.


The students have advanced knowledge of the handling of various electronic board systems. They have the re-quisite know-how needed to create pupil-centred learning environments and to integrate interactivity into tea-ching, for example for future teaching jobs.









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Webdesign (Basic Course) 06-PSYSQ-WebB-102-m01






1 semester undergraduate Basic computer skills are recommended.

Contents

At the beginning of the seminar, the students acquire important knowledge of the technical development of we-bsites. In the following, they become acquainted with tools for the sensible and effective organisation of websi-tes. Afterwards, the students develop own projects and present them in the plenum.


The students have basic knowledge of the structure and function of web technologies such as HTML, CSS, PHP,databases and content management systems. They know tools for the efficient and sensible use of these techno-logies. They have acquired basic knowledge of much-discussed concepts such as "Web 2.0" and "Accessibility"through practical application examples.









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Web Design (Advanced Course) 06-PSYSQ-WebE-102-m01







Contents



The students have broad knowledge of the structure and function of web technologies such as HTML, CSS, PHP,databases and content management systems. They know tools for the efficient and sensible use of these techno-logies. They have acquired advanced knowledge of much-discussed concepts such as "Web 2.0" and "Accessibi-lity" through practical application examples.









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Webdesign (Intensive Course) 06-PSYSQ-WebI-102-m01







Contents



The students have detailed knowledge of the structure and function of web technologies such as HTML, CSS,PHP, databases and content management systems. They know tools for the efficient and sensible use of thesetechnologies. They have acquired detailed knowledge of much-discussed concepts such as "Web 2.0" and "Ac-cessibility" through practical application examples.









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Open Source (Basic Course) 06-PSYSQ-OSB-102-m01







Contents

This seminar imparts know-how about the evaluation of open source solutions. Afterwards, it discusses the func-tionality of established products in this area. During their presentations, the students introduce evaluation crite-ria as well as functional aspects of a specific product and show how to productively work with it.


The students have basic knowledge of the evaluation of open source software. They know basic functions forproductive working with open source applications. The students are able to compare open source solutions totheir commercial counterparts.









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Open Source (Advanced Course) 06-PSYSQ-OSE-102-m01







Contents

This seminar imparts know-how about the evaluation of open source solutions. Afterwards, it discusses the func-tionality of established products of this area. During their presentations, the students introduce evaluation crite-ria as well as functional aspects of a specific product and show how to productively work with it.


The students have detailed knowledge of the evaluation of open source software. They know farther-reachingfunctions for productive working with open source applications. The students are able to compare open sourcesolutions to their commercial counterparts.









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Open Source (Intensive Course) 06-PSYSQ-OSI-102-m01







Contents

German contents available but not translated yet. Im Seminar wird ein Know-how zur Evaluation von Open-Source-Lösungen vermittelt. Anschließend wird dieFunktionalität von etablierten Produkten aus diesem Bereich behandelt. In ihren Vorträgen stellen die Studieren-den neben den Evaluationskriterien funktionale Aspekte eines spezifischen Produkts vor und veranschaulichendie produktive Arbeit mit diesem.


German intended learning outcomes available but not translated yet. Die Studierenden verfügen über vertiefte Kenntnisse zur Evaluation von Open-Source-Software. Sie kennen ne-ben gängigen auch spezielle Funktionen um produktiv mit quelloffenen Applikationen zu arbeiten. Die Studie-renden können einen Vergleich von Open-Source-Lösungen zu deren kommerziellen Pendants ziehen und sindin der Lage Anwendungen aus beiden Rubriken miteinander einzusetzen.









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Intercultural education 06-IB-LA-092-m01







Contents

Basics of intercultural education; didactics of intercultural education, intercultural competencies.


The students are provided with an overview of the theories and lines of argument of cultural and interculturaleducation. They are able to find cultural differences and similarities by studying theories of culture, inter-cul-turalism and foreignness. They become acquainted with structures of cultural knowledge as well as questionsand methods of intercultural communication and learn how to convey this knowledge. Furthermore, they acquirecompetencies by trying and practising general and subject-specific intercultural didactic competencies.





a) presentation with slides (approx. 30 minutes) or b) presentation without slides (approx. 35 minutes) with writ-ten elaboration (approx. 15 pages) or c) term paper (approx. 20 pages) or d) portfolio (approx. 20 pages) or e)written examination (approx. 120 minutes)




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Historical education 06-HP-LA-092-m01







Contents

Selected eras of the history of pedagogy, corresponding important representatives and their works; introducti-on to anthropological and sociocultural principles in view of the conception of man and corresponding ideas ofschooling and education.


The students have basic knowledge of anthropology and the history of education. They are able to understandconcepts of educational sciences in view of its history and to find connections to social culture and current so-ciopolitical discussions.





a) written examination (approx. 120 minutes) or b) oral examination of one candidate each (approx. 30 minutes)or c) presentation (15 to 30 minutes) with written elaboration (10 to 15 pages) or d) term paper (15 to 20 pages) ore) portfolio (maximum 20 pages)




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Anthropological and socio-cultural requirements of education 06-ASB-LA-092-m01







Contents

Selected eras of the history of pedagogy, corresponding important representatives and their works; introducti-on to anthropological and sociocultural principles in view of the conception of man and corresponding ideas ofschooling and education.


The students have basic knowledge of anthropology and the history of education. They are able to understandconcepts of educational sciences in view of its history and to find connections to social culture and current so-ciopolitical discussions.





a) written examination (approx. 120 minutes) or b) oral examination of one candidate each (approx. 30 minutes)or c) presentation (approx. 15 to 30 minutes) with written elaboration (approx. 10 to 15 pages) or d) term paper(approx. 15 to 20 pages) or e) portfolio (approx.20 pages)




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Methods of Education 06-Schul-Meth-092-m01







Contents

Concepts and methods of teaching and learning in school and in class; theoretical and empirical criteria of goodclasses as a basis for the critical evaluation of concepts and methods


After successfully completing this module, the students are able to characterise and evaluate selected conceptsand theories of teaching and learning in school and in class in view of different aspects and criteria (main idea,empirical findings, realization possibilities and limits).





a) written examination (approx. 30 minutes) or b) oral examination of one candidate each (approx. 10 minutes)or c) oral examination in groups (groups of 3, approx. 30 minutes) or d) presentation with/without slides (approx.15 minutes) with written elaboration (approx. 5 pages) or e) term paper (approx. 8 pages) or f) portfolio (approx.10 pages)




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Education in Sekundarstufe 1 and 2 06-Schul-Unt-Sek-092-m01







Contents

Principles of planning classes on the basis of scientifically proven didactic concepts and theories that take intoaccount the curriculum of secondary level I and II in secondary schools as well as the corresponding age group;empirical and theoretical characteristics of good classes; concepts and methods of analysing and evaluatingclasses whilst taking into account the curriculum of secondary level I and II.


After successfully completing this module, the students are able to characterise and evaluate concepts andtheories of planning and conducting classes in secondary level I and II in view of different aspects and criteria.They can analyse and evaluate teaching and learning offers and examples in secondary level I in view of differentaspects. They are able to create own teaching and learning offers and examples in secondary level I and II withreference to selected didactic concepts and theories whilst taking into account the target group, media as wellas information and communication technology. Furthermore, they can evaluate selected examples in view of dif-ferent aspects.





a) written examination (approx. 30 minutes) or b) oral examination of one candidate each (approx. 10 minutes)or c) oral examination in groups (groups of 3, approx. 30 minutes) or d) presentation with/without slides (approx.15 minutes) with written elaboration (approx. 5 pages) or e) term paper (approx. 8 pages) or f) portfolio (approx.10 pages)




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Understanding cultural processes 04-EEVK-KPV-092-m01






1 semester unknown Admission prerequisite to assessment: regular attendance (a maximumof 2 incidents of unexcused absence) of courses (lectures excluded).

Contents








presentation (approx. 90 minutes)


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Pedagogic-didactic teaching placement(6 ECTS credits)

There will be separate modules Pädagogisch-didaktisches Schulpraktikum (Pedagogic-Didactic Tea-ching Placement) for each type of school; please select the module for the school type for which youare pursuing a teaching degree.


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Pedagogic-didactic teaching placement 06-Schul-PDPrakt-So-092-m01







Contents

Knowledge and experience of the task fields of teachers at Grundschule, Hauptschule or Förderschule in viewof pedagogics and didactics; planning classes and evaluating classroom observations as well as own teachingplans and attempts; theoretical classification and reflection


After successfully completing this module, the students know different possibilities to design classes for Grund-schule, Hauptschule or Förderschule, to focus on the pupils whilst teaching and to identify promotion possibili-ties. They are experienced in planning, conducting and analysing classes and in promoting individual pupils aswell as the whole class. They have an overview of the task fields of teachers at Grundschule, Hauptschule or För-derschule and of school as an organisation. They are able to evaluate and navigate their own suitability to workas a teacher.


P (no information on SWS (weekly contact hours) and course language available)



teaching practice, practical exercises (as specified by placement school/responsible teacher at placementschool)


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§ 93 (1) 3. Pädagogisch-didaktisches Schulpraktikum


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Thesis(10 ECTS credits)

Preparation of a written Hausarbeit (thesis) in accordance with the provisions of Section 29 LPO I (ex-amination regulations for teaching-degree programmes) is a prerequisite for teaching degree studentsto be admitted to the Erste Staatsprüfung (First State Examination). The Hausarbeit module is worth 10ECTS credits.Students studying for a teaching degree Grundschule or Hauptschule may write their Hausarbeit (the-sis) pursuant to Section 29 LPO I (examination regulations for teaching-degree programmes) in the sub-ject Erziehungswissenschaften (Educational Science) (Erziehungswissenschaftliches Studium (Edu-cational Science Courses) or Gesellschaftswissenschaftliches Studium (Social and Political SciencesCourses)), in the subject Didaktiken einer Fächergruppe der Hauptschule (Didactics of a Group of Sub-jects of Hauptschule) within the meaning of Section 38 Subsection 1 LPO I, Didaktik der Grundschule(Didactics for Grundschule) within the meaning of Section 36 Subsection 1 LPO I, or in the subject theyselected as Unterrichtsfach (subject studied with a focus on the scientific discipline). Students may al-so choose to write an interdisciplinary thesis. Students studying for a teaching degree Realschule orGymnasium may write their Hausarbeit (thesis) pursuant to Section 29 LPO I (examination regulationsfor teaching-degree programmes) in the subject Erziehungswissenschaften (Educational Science) (Er-ziehungswissenschaftliches Studium (Educational Science Courses)) or in one of the two subjects theyselected as Unterrichtsfach or vertieft studiertes Fach (subject studied with a focus on the scientific dis-cipline). Students may also choose to write an interdisciplinary thesis.Students studying for a teaching degree in special education may write their Hausarbeit (thesis) in theirspecialisation in special education. In accordance with the provisions of Section 29 Subsection 1 Sen-tence 2 LPO I (examination regulations for teaching-degree programmes), students may also choose towrite an interdisciplinary thesis. For the Hausarbeit modules of each specialisation in special educati-on, see the corresponding SFB (list of modules).


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Documents

Module Catalogue - uni-wuerzburg.deModule Catalogue for the Subject Educational Science LA Sonderpädagogik Contents The subject is divided into 4 Abbreviations used, Conventions,